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Adaptive Learning for Educational Game Design

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Edward Lavieri
Edward Lavieri

Educational computer games continue to overwhelm educators with design and development complexities, time, and cost and underwhelm learners regarding immersive, intuitive, and enjoyable game play. No complete model or comprehensive guideline for content development or game design exists for educators and game designers to follow in the creation of educational games that adapt to learners in real-time. This research developed and validated the ALGAE (Adaptive Learning GAme dEsign) model, a comprehensive adaptive learning model based on game design theories and practices, instructional strategies, and adaptive models. This dissertation extends previous research in game design, instructional strategies, and adaptive learning, combining these three components into a single complex model. The results of this study include the validation and applicability of the ALGAE model, benefits and challenges of using the model, and insights regarding the focused and unfocused implementation approaches. The study also reveals the cross-industry applicability of the model to include government agencies, military units, game industry, and academia.

Educación
1 de 28
Adaptive Learning for Educational Game Design Dr. Ed Lavieri
Three Roads
Game Design Game Design Learners excited about games; not school Excite learners about game’s content ‘to learn’ is the fundamental motivating factor Traditional Game Design
Instructional Strategies Instructional Strategies Learner Concept Map Learning Object Ontology
Learning Theories Human Behavior Cognitive Factors Environmental Influences Behavior Respondent (prior cues) (emotional) Operant (produces rewards/punishments) (environment) Performs Operations (encoding) Information Storage Retention/Retrieval Generate Response to Info Evaluation Synthesis Analysis Application Understanding Knowledge P EB
Adaptive LearningAdaptive Learning
Methodology Qualitative Exploratory Model Based Reasoning Tacit Epistemology Literature Review Integrated Model Survey Analysis Revised Model
ALGAE Adaptive Learning GAme dEsign (ALGAE)
ALGAE Model Consolidated Instructional Strategies Model (CISM)
ALGAE Model Comprehensive Adaptive Learning Model (CALM)
Survey Instrument – Area of Focus Game Design INS-STR Adaptive Learning Not Identified 0 5 10 15 20 25 30 35 40 45 50 Focus Area Participant Primary Area of Focus
Survey Instrument – Expertise Levels Very Little Very Little Very Little Very Little Some Some Some Some Above Avg Above Avg Above Avg Above Avg Expert Expert Expert Expert 0 2 4 6 8 10 12 14 16 18 20 Game Design INS-STR Adaptive Other Game Design INS-STR Adaptive Other Expert 6 19 1 6 Above Avg 7 15 8 4 Some 2 9 2 1 Very Little 1 0 0 6 Participant Level of Expertise by Area of Focus
Survey Instrument - Industries Government/Military Academic Game Not-For-Profit Independent Other 0 10 20 30 40 50 60 Participant Industries (Select All That Apply) • No “Independent” Respondents • No “Not-For-Profit” Respondents • “Other” Write-ins: • Corporate Training & Development • Synthetic Intelligence • Libraries • Corporate and Non-Profit Online Training
Survey Instrument – Education Levels HS or Below HS or Below HS or Below HS or Below AS/AA AS/AA AS/AA AS/AA BS/BA BS/BA BS/BA BS/BA MS/MA MS/MA MS/MA MS/MA Doctorate Doctorate Doctorate Doctorate 0 5 10 15 20 25 Game Design INS-STR Adaptive Oher Participant Education Levels
RQ1 How can an adaptive learning model’s effectiveness be assessed? 0 1 2 3 4 5 6 assessments automated analytics baseline / benchmarks case studies expert opnion learner retention learning outcomes measured over time
RQ2 What characteristics of an adaptive learning model need to be evaluated in order to determine the model’s efficacy? 0 2 4 6 8 10 12
RQ3 What are the key conceptual elements of game design methodologies that should be incorporated into a comprehensive adaptive learning model? Missing Intuitive Transreality Component Storage Measurement Systems Video Tutorials Aesthetics Role of Trainer Personalization, Engaging, Challenging, Completion Certificate Complex Open-Ended Problem Space Unnecessary Social Connectivity / Collaborative Punishment System Instructional Strategies System Contextual Feedback NPCs Motivated
RQ4 What are the key instructional strategies that should be incorporated into a comprehensive adaptive learning model?
RQ5 What level of adaptiveness is necessary to increase learning outcomes in educational games? Level of Adaptiveness Design & Development Difficulty
RQ6-A What are the advantages. . .of using the ALGAE model? Inst.DesignersGameDesigners - Structure / guidelines - Game success - Improved outcomes - Non-exclusive gameplay - Link between GD & EDU - Structure / guidelines - Checklist / job aid - Understanding in-game adaptivity
RQ6-B What are the. . . disadvantages of using the ALGAE model? Inst.DesignersGameDesigners - Specificity of LOs - Difficult to comprehend - Difficult to implement - Change / buy-in - Collaboration with educators
RQ7 How does the ALGAE model support adaptive learning? Content-Related Adapts presentation of content Participation-based content creation Makes content effective Delivers adaptive content Based on learner needs Links Content to storyline Instruction and goals Goals to KSAAMs Learner-Focused Adaptable learning path In-game progression drives difficultly level
RQ8 What are the benefits and challenges when using a focused vs. an unfocused approach to implementing a specific game design model? UnfocusedFocused Consistency Accuracy Coordination Scope Management Flexibility Adaptability Creativity Inflexibility Stifles Creativity People Time Consuming Hard to Implement Implementation Approach
Implications Basic Guideline Checklist Data Schema Unknown Level of Adaptiveness (RQ5) Figure 5.41 Opinions of Usability
Art of the Possible
Future Research Near Term Detailed model analysis Focused / unfocused implementation Assessment tool Determine adaptiveness level Map to serious game heuristics Longer Term Domain ontology & repository integration method Learner retention methods Deep immersion Determine ethical, social, and cultural issues Measuring connectivity between ALGAE components Collaboration Invitation: MIT Education Arcade and Learning Games Network
Three Roads & ALGAE
Adaptive Learning Instructional Strategies Game Design Adaptive Learning for Educational Game Design Dr. Ed Lavieri

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Adaptive Learning for Educational Game Design

  • 1. Adaptive Learning for Educational Game Design Dr. Ed Lavieri
  • 3. Game Design Game Design Learners excited about games; not school Excite learners about game’s content ‘to learn’ is the fundamental motivating factor Traditional Game Design
  • 4. Instructional Strategies Instructional Strategies Learner Concept Map Learning Object Ontology
  • 5. Learning Theories Human Behavior Cognitive Factors Environmental Influences Behavior Respondent (prior cues) (emotional) Operant (produces rewards/punishments) (environment) Performs Operations (encoding) Information Storage Retention/Retrieval Generate Response to Info Evaluation Synthesis Analysis Application Understanding Knowledge P EB
  • 7. Methodology Qualitative Exploratory Model Based Reasoning Tacit Epistemology Literature Review Integrated Model Survey Analysis Revised Model
  • 11. Survey Instrument – Area of Focus Game Design INS-STR Adaptive Learning Not Identified 0 5 10 15 20 25 30 35 40 45 50 Focus Area Participant Primary Area of Focus
  • 12. Survey Instrument – Expertise Levels Very Little Very Little Very Little Very Little Some Some Some Some Above Avg Above Avg Above Avg Above Avg Expert Expert Expert Expert 0 2 4 6 8 10 12 14 16 18 20 Game Design INS-STR Adaptive Other Game Design INS-STR Adaptive Other Expert 6 19 1 6 Above Avg 7 15 8 4 Some 2 9 2 1 Very Little 1 0 0 6 Participant Level of Expertise by Area of Focus
  • 13. Survey Instrument - Industries Government/Military Academic Game Not-For-Profit Independent Other 0 10 20 30 40 50 60 Participant Industries (Select All That Apply) • No “Independent” Respondents • No “Not-For-Profit” Respondents • “Other” Write-ins: • Corporate Training & Development • Synthetic Intelligence • Libraries • Corporate and Non-Profit Online Training
  • 14. Survey Instrument – Education Levels HS or Below HS or Below HS or Below HS or Below AS/AA AS/AA AS/AA AS/AA BS/BA BS/BA BS/BA BS/BA MS/MA MS/MA MS/MA MS/MA Doctorate Doctorate Doctorate Doctorate 0 5 10 15 20 25 Game Design INS-STR Adaptive Oher Participant Education Levels
  • 15. RQ1 How can an adaptive learning model’s effectiveness be assessed? 0 1 2 3 4 5 6 assessments automated analytics baseline / benchmarks case studies expert opnion learner retention learning outcomes measured over time
  • 16. RQ2 What characteristics of an adaptive learning model need to be evaluated in order to determine the model’s efficacy? 0 2 4 6 8 10 12
  • 17. RQ3 What are the key conceptual elements of game design methodologies that should be incorporated into a comprehensive adaptive learning model? Missing Intuitive Transreality Component Storage Measurement Systems Video Tutorials Aesthetics Role of Trainer Personalization, Engaging, Challenging, Completion Certificate Complex Open-Ended Problem Space Unnecessary Social Connectivity / Collaborative Punishment System Instructional Strategies System Contextual Feedback NPCs Motivated
  • 18. RQ4 What are the key instructional strategies that should be incorporated into a comprehensive adaptive learning model?
  • 19. RQ5 What level of adaptiveness is necessary to increase learning outcomes in educational games? Level of Adaptiveness Design & Development Difficulty
  • 20. RQ6-A What are the advantages. . .of using the ALGAE model? Inst.DesignersGameDesigners - Structure / guidelines - Game success - Improved outcomes - Non-exclusive gameplay - Link between GD & EDU - Structure / guidelines - Checklist / job aid - Understanding in-game adaptivity
  • 21. RQ6-B What are the. . . disadvantages of using the ALGAE model? Inst.DesignersGameDesigners - Specificity of LOs - Difficult to comprehend - Difficult to implement - Change / buy-in - Collaboration with educators
  • 22. RQ7 How does the ALGAE model support adaptive learning? Content-Related Adapts presentation of content Participation-based content creation Makes content effective Delivers adaptive content Based on learner needs Links Content to storyline Instruction and goals Goals to KSAAMs Learner-Focused Adaptable learning path In-game progression drives difficultly level
  • 23. RQ8 What are the benefits and challenges when using a focused vs. an unfocused approach to implementing a specific game design model? UnfocusedFocused Consistency Accuracy Coordination Scope Management Flexibility Adaptability Creativity Inflexibility Stifles Creativity People Time Consuming Hard to Implement Implementation Approach
  • 24. Implications Basic Guideline Checklist Data Schema Unknown Level of Adaptiveness (RQ5) Figure 5.41 Opinions of Usability
  • 25. Art of the Possible
  • 26. Future Research Near Term Detailed model analysis Focused / unfocused implementation Assessment tool Determine adaptiveness level Map to serious game heuristics Longer Term Domain ontology & repository integration method Learner retention methods Deep immersion Determine ethical, social, and cultural issues Measuring connectivity between ALGAE components Collaboration Invitation: MIT Education Arcade and Learning Games Network
  • 27. Three Roads & ALGAE

Notas del editor

  1. Conclusion Slide